During EDU 580, Tech Module IV, there were several different technology components that were integrated into EDU 584. One of the most comprehensive pieces was the use of Microsoft Excel and Microsoft Word. Through this course I learned how to create and use a set of spreadsheets and how to use them to effectively collect data. I was able to discover that the use of spreadsheets can save a lot of time and effort when calculating grades and sorting data. Before this module I had used spreadsheets, but never effectively. I now understand how to input data and create formulas to assist with data analysis. I have also learned how to create chart and graphs with the data and then to integrate it into Microsoft Word Documents. These skills will be useful as I begin my research project next year.
During this module I also had the opportunity to explore using Google Docs to conduct an online perception survey. It was a really useful tool because answers to the questions were automatically saved to a spread sheet. This sheet could be directly turned into charts and graphs or added to an exiting Excel document. This technology once again demonstrated a convenient way to save time.
I expanded my use and knowledge of imovie during the course as well! As part of my integrated unit my students created imovies demonstrating their knowledge of how life was different in the 1800's as compared with today. The process took a lot of time to complete, but the students were excited to make their own movies. The products showed that the students had mastered the essential learning components of the unit.
The combination of EDU 580, Tech Module IV, and EDU 584, also helped me to continue to strengthen my skills using a wikispace. I was required to create a resource wiki including technology links for a particular unit of study. I created a math resource wiki with some colleagues. It was a lot of work, but a good experience. The end result is pretty spectacular! Check it out at MallettMathResources.wikispaces.com!
Sunday, December 6, 2009
Monday, November 30, 2009
Integrated Unit - Unit Completion
At this point, at the end of November, I have finished teaching my Now vs. Then unit. My overall experience has been a positive one. My teaching strategies and lessons were effective and my students demonstrated a mastery of the Social Studies content taught.
I was able to incorporate every learning style during the unit. I also was able to help my students use a variety of technology tools to further their learning of the Social Studies content that was being taught. The class used the SMART Board to better understand timelines. We used Pixie to draw pictures of life then vs. now, which we then turned into a slide show. The class utilized the internet to search for pictures of life now and then. We used Kidspiration to create a web covering jobs, transportation, family life and school. Each student had the opportunity to use a digital camera to take pictures of what school was like today. Students worked in pairs to create imovies to demonstrate how life was different in the 1800’s when compared to today. They incorporated recordings they had made from Garageband into the movies.
After completing the unit, I have discovered that there are some items to consider the next time that I teach the unit. I need to create a few additional assessments or alter a couple of my current ones so that they do not all rely on writing as much. I need to find ways to increase student interest at the beginning of the unit. Students also need to be given more opportunities to share their projects. One big area of consideration is all of the technology components. What alternatives are there if the technology breaks down or is unavailable? One stumbling block during the unit was the unreliability of the technology available.
During the unit, I was able to collaborate with another third grade colleague from my school. I shared with her my entire unit plan. She and I sat down before the school year began to decide which pieces she was interested in trying with her class. She had informed me ahead of time that she did not want to do the entire unit as created. There was a lot of ‘give and take‘ throughout the unit.
We agreed to start by teaching the timelines lessons at the beginning of the unit together. One of the things that she was impressed by was the SMART Board lesson on timelines that I had created. She tried it with her class and it went really well. She was very excited to use the SMART Board because she did not have much experience with it. It was great that I was able to teach her how to use that technology with her class! After the lessons, she encouraged me to pass the lesson on to the other third grade teachers. At the end of the series of lessons, we compared our timeline assessments to determine which students had achieved mastery. I really enjoyed being able to compare my assessment results with her to get some feedback.
I was also able to convince my colleague to try out using Pixie and Kidspiration with her class. She was a bit hesitant because she was not really comfortable with technology. I spent some time after school showing her how to use the technology and answering her questions. By the time I was done, she had a pretty good handle on how to use both programs. She was then able to successfully use both programs with her students to a certain degree. Unfortunately due to unreliable technology half of the projects did not save correctly. She was very frustrated by this and I had to reassure her that she had done things correctly. It took a lot of coaxing to get her to not give up on technology use completely.
After this experience, she was not ready to tackle creating imovies with her class. Especially since I had never made them before! She did agree to have my students present their movies to her class which we have scheduled for the first week of December. My class is excited to share their projects and her class is eager to see the finished results.
It was a great experience collaborating with another colleague on this unit. I would have liked it if my partner had been willing to try everything, but I’m grateful for the time and effort she put into the project. It was beneficial to have someone to discuss teaching strategies with and to compare and analyze assessment information. I was able to guide the entire process through encouragement and teamwork. Our working relationship has grown stronger through this collaboration. My entire third grade team is now in the process of getting all of our units aligned. Hopefully more collaborative efforts will be possible in the future.
I was able to incorporate every learning style during the unit. I also was able to help my students use a variety of technology tools to further their learning of the Social Studies content that was being taught. The class used the SMART Board to better understand timelines. We used Pixie to draw pictures of life then vs. now, which we then turned into a slide show. The class utilized the internet to search for pictures of life now and then. We used Kidspiration to create a web covering jobs, transportation, family life and school. Each student had the opportunity to use a digital camera to take pictures of what school was like today. Students worked in pairs to create imovies to demonstrate how life was different in the 1800’s when compared to today. They incorporated recordings they had made from Garageband into the movies.
After completing the unit, I have discovered that there are some items to consider the next time that I teach the unit. I need to create a few additional assessments or alter a couple of my current ones so that they do not all rely on writing as much. I need to find ways to increase student interest at the beginning of the unit. Students also need to be given more opportunities to share their projects. One big area of consideration is all of the technology components. What alternatives are there if the technology breaks down or is unavailable? One stumbling block during the unit was the unreliability of the technology available.
During the unit, I was able to collaborate with another third grade colleague from my school. I shared with her my entire unit plan. She and I sat down before the school year began to decide which pieces she was interested in trying with her class. She had informed me ahead of time that she did not want to do the entire unit as created. There was a lot of ‘give and take‘ throughout the unit.
We agreed to start by teaching the timelines lessons at the beginning of the unit together. One of the things that she was impressed by was the SMART Board lesson on timelines that I had created. She tried it with her class and it went really well. She was very excited to use the SMART Board because she did not have much experience with it. It was great that I was able to teach her how to use that technology with her class! After the lessons, she encouraged me to pass the lesson on to the other third grade teachers. At the end of the series of lessons, we compared our timeline assessments to determine which students had achieved mastery. I really enjoyed being able to compare my assessment results with her to get some feedback.
I was also able to convince my colleague to try out using Pixie and Kidspiration with her class. She was a bit hesitant because she was not really comfortable with technology. I spent some time after school showing her how to use the technology and answering her questions. By the time I was done, she had a pretty good handle on how to use both programs. She was then able to successfully use both programs with her students to a certain degree. Unfortunately due to unreliable technology half of the projects did not save correctly. She was very frustrated by this and I had to reassure her that she had done things correctly. It took a lot of coaxing to get her to not give up on technology use completely.
After this experience, she was not ready to tackle creating imovies with her class. Especially since I had never made them before! She did agree to have my students present their movies to her class which we have scheduled for the first week of December. My class is excited to share their projects and her class is eager to see the finished results.
It was a great experience collaborating with another colleague on this unit. I would have liked it if my partner had been willing to try everything, but I’m grateful for the time and effort she put into the project. It was beneficial to have someone to discuss teaching strategies with and to compare and analyze assessment information. I was able to guide the entire process through encouragement and teamwork. Our working relationship has grown stronger through this collaboration. My entire third grade team is now in the process of getting all of our units aligned. Hopefully more collaborative efforts will be possible in the future.
Tuesday, May 5, 2009
Integrated Unit - Stage 3
This week I met with my partner to further discuss the integrated unit that we have been working on over the semester. I had previously shared stages one, two, and my student sample with my colleague so this time I quickly reviewed where we were at. I showed my student sample again, hoping to provide a little inspiration to encourage my partner. I am not sure that it worked, but I tried to really show the end product and what we could accomplish with students together.
I talked with her about some of the new technology resources that I had learned up to this point. I was able to talk about using Garageband, imovie, and Museum Box. I also shared some websites such as wordle.net, readwritethink.org, and a few sites on digital storytelling. My colleague seemed very interested in using more technology in her lessons so that was very good news!
I then shared the concept of stage three. I talked about the different pieces that were to be included and explained the organizational structure of how the backward planning design was supposed to work. I actually surprised myself by being able to clearly explain the process and the procedure except for the experience vs. explore piece. I had some trouble vocalizing the difference between the two, but using examples I think I was able to convey the meaning. Everything else I had a really good handle on.
After giving an overview of the model, I then shared my sample stage three for the social studies portion. My partner was very impressed by the amount of thought and effort that went into creating what I had done. This is where I started to run into a little bit of trouble. My partner felt that it was very unrealistic for a practicing teacher to include so much information into one lesson. She was not into separating the explore and experience sections so I did not push the issue. I felt it was better for her to try the model somewhat rather than not at all so I did a bit of compromising. This worked out all right for me because I believe that every leader has to allow for a little give and take.
My colleague also thought it was a bit excessive to use all of the learning styles in each lesson. She was in favor of using each style in the unit, but she felt like it was unrealistic to cram too much into each lesson. I again allowed for some compromise. I asked her to at least make sure that every learning style was represented a couple of times in the unit. She was willing to accept this compromise after I pointed out some of the ways that I incorporated the different styles.
After getting past those road blocks, we worked together to create one lesson (facet) so that my partner would understand how to use the stage three template. Direct teaching and working together proved to be an essential way to encourage my partner to try completing stage three at all. I was able to do a lot of modeling, thinking aloud, and explaining the process that I went through. This helped my partner to think her pieces through. I was able to answer questions and provide immediate feedback as we worked. My supportive style seemed to help keep the process moving.
After completing the first lesson together, I left my partner to keep working on the rest. We plan to meet again before school is out to see where we are at for next year. I am not sure if she will complete the rest of stage three on her own, but I hope so. She definitely liked the process of collaborating, but she was not a huge fan of the model itself. Meeting with her has at least allowed us to talk about our teaching and has allowed me to encourage a different way of thinking.
I talked with her about some of the new technology resources that I had learned up to this point. I was able to talk about using Garageband, imovie, and Museum Box. I also shared some websites such as wordle.net, readwritethink.org, and a few sites on digital storytelling. My colleague seemed very interested in using more technology in her lessons so that was very good news!
I then shared the concept of stage three. I talked about the different pieces that were to be included and explained the organizational structure of how the backward planning design was supposed to work. I actually surprised myself by being able to clearly explain the process and the procedure except for the experience vs. explore piece. I had some trouble vocalizing the difference between the two, but using examples I think I was able to convey the meaning. Everything else I had a really good handle on.
After giving an overview of the model, I then shared my sample stage three for the social studies portion. My partner was very impressed by the amount of thought and effort that went into creating what I had done. This is where I started to run into a little bit of trouble. My partner felt that it was very unrealistic for a practicing teacher to include so much information into one lesson. She was not into separating the explore and experience sections so I did not push the issue. I felt it was better for her to try the model somewhat rather than not at all so I did a bit of compromising. This worked out all right for me because I believe that every leader has to allow for a little give and take.
My colleague also thought it was a bit excessive to use all of the learning styles in each lesson. She was in favor of using each style in the unit, but she felt like it was unrealistic to cram too much into each lesson. I again allowed for some compromise. I asked her to at least make sure that every learning style was represented a couple of times in the unit. She was willing to accept this compromise after I pointed out some of the ways that I incorporated the different styles.
After getting past those road blocks, we worked together to create one lesson (facet) so that my partner would understand how to use the stage three template. Direct teaching and working together proved to be an essential way to encourage my partner to try completing stage three at all. I was able to do a lot of modeling, thinking aloud, and explaining the process that I went through. This helped my partner to think her pieces through. I was able to answer questions and provide immediate feedback as we worked. My supportive style seemed to help keep the process moving.
After completing the first lesson together, I left my partner to keep working on the rest. We plan to meet again before school is out to see where we are at for next year. I am not sure if she will complete the rest of stage three on her own, but I hope so. She definitely liked the process of collaborating, but she was not a huge fan of the model itself. Meeting with her has at least allowed us to talk about our teaching and has allowed me to encourage a different way of thinking.
Thursday, April 30, 2009
Blog/Wikispace
During EDU 580 Tech Module III I learned more about using and creating wikispaces. I also had the opportunity to learn how to use a blog for the first time. I discovered that blogging is a way to keep track of all the new learning that is occurring. It is also an opportunity for people to respond and share their thinking in regard to my posts. At this point I have learned how to make and edit posts. I also know how to add links and to post comments to a blog. During this module I was able to also more extensively utilize the wikispaces that have been created.
Wikispace
During EDU 580 Tech Module I, I learned all about how to use and create wikispaces. During this module I had the opportunity of managing a wikispace to keep track of assignments and to conduct a research project. It also served as a way to work collaboratively with colleagues. I have discovered that using a wikispace provides many avenues of using type II technology. It is an excellent way to share opinions and ideas and respond to other people's opinions and ideas. You can also post images, videos and sound to share with others. It seems to be an easier way to create a type of web page. I have also tried using a wikispace with my own third grade class to showcase their writing and to allow parents to respond. It has been a pretty cool experience of all of us.
Friday, April 24, 2009
TPCK Chapter 12 - in-service education
As I read chapter twelve, I found myself agreeing with several of the ideas presented by Judith Harris. I was surprised to see myself being described at times. It was useful to read about how to help in service teachers gain TPCK skills.
One piece that I connected to was the idea that technology “should assist with - not overshadow - teachers helping students to meet curriculum-based standards.” (p. 252) I agree with this point completely and at times I have struggled to get to this point. For a while I was using technology to have the students create “projects”. Some of the time these projects were very beneficial in helping my students to learn and meet standards. Other times we did them just to try the technology; the content was lost. I think that it is really important that teachers reflect upon how technology is used and whether it serves the purposes intended. The more information I learn about technology possibilities the more mindful I am of the advantages and disadvantages.
This connects to an additional point in the chapter. It is necessary for teachers to understand what is available for technology before a teacher can really think about how to integrate technology effectively into a curriculum. Teachers must gain an understanding of technological PCK before they can consider TPCK. This idea makes a lot of sense to me. I correlate this to a chef making a recipe. Before the chef can create a fabulous dish he has to have the right ingredients. Before a teacher can integrate technology, he must know what the possibilities are and how they would be beneficial for students’ learning.
In order for in-service teachers to gain this knowledge it must be taught or shared with them in a meaningful fashion. Adult learners, according to this chapter, need two big things. They need to understand why they are learning something and how they will benefit directly from it. They also need to know whether or not the outcome will be worth the effort. I know for me, these ideas are important. I like to understand why I’m doing something and what the end result will look like, otherwise, the learning is not as effective. These same needs are often essential for children as well. It is important that students know why they are doing something and what the outcomes or benefits will be.
One piece that I connected to was the idea that technology “should assist with - not overshadow - teachers helping students to meet curriculum-based standards.” (p. 252) I agree with this point completely and at times I have struggled to get to this point. For a while I was using technology to have the students create “projects”. Some of the time these projects were very beneficial in helping my students to learn and meet standards. Other times we did them just to try the technology; the content was lost. I think that it is really important that teachers reflect upon how technology is used and whether it serves the purposes intended. The more information I learn about technology possibilities the more mindful I am of the advantages and disadvantages.
This connects to an additional point in the chapter. It is necessary for teachers to understand what is available for technology before a teacher can really think about how to integrate technology effectively into a curriculum. Teachers must gain an understanding of technological PCK before they can consider TPCK. This idea makes a lot of sense to me. I correlate this to a chef making a recipe. Before the chef can create a fabulous dish he has to have the right ingredients. Before a teacher can integrate technology, he must know what the possibilities are and how they would be beneficial for students’ learning.
In order for in-service teachers to gain this knowledge it must be taught or shared with them in a meaningful fashion. Adult learners, according to this chapter, need two big things. They need to understand why they are learning something and how they will benefit directly from it. They also need to know whether or not the outcome will be worth the effort. I know for me, these ideas are important. I like to understand why I’m doing something and what the end result will look like, otherwise, the learning is not as effective. These same needs are often essential for children as well. It is important that students know why they are doing something and what the outcomes or benefits will be.
Wednesday, April 15, 2009
TPCK Chapter 11
TPACK Chap 11 - Guiding Preservice Teachers in Developing TPCK
There was definitely a lot of content squeezed into chapter 11 in the TPCK book. It definitely brought to light the idea of “wicked problems” in education. Helping preservice teachers gain an understanding of TPCK is full of complexities and diffculties that must be overcome in order for the benefits to emerge.
One of the major stumbling blocks is clearly addressed by Putnam and Borko. “How a person learns a particular set of knowledge and skills, and the situation in which a person learns, becomes a fundamental part of what is learned.” (224) In other words, most of us are inclined to teach what and how we were taught. Unfortunately for many teachers technology was not a vital piece of instruction or even a supplemental piece. These past experiences of how preservice teachers were taught must be overcome in order for them to develop their own sense of TPCK. Even for me, being a teacher for eight years, I have had trouble at times adapting to and using all of the new and existing technology that is available. TPCK definitely creates an additional layer for preservice and even existing teachers to learn about.
Preservice teachers also have to learn when and how best to include technology in lessons and how to introduce or utilize the technology when teaching. These pieces often become challenging because at the same time, they are trying to learn the best teaching strategies, the content, and how to manage a classroom. There is definitely a steep learning curve involved when all of these ideas are put together.
The management of a classroom is especially huge when attempting to integrate technology. The thought expressed in the book that “good management is preventive” (243) is especially true, but not always fool-proof. It is essential for teachers to completely think through all of the steps and have all of the equipment ready when attempting to use technology. This has been a tricky area for me in the past even though I have been well-planned and prepared. One of the things that I have discovered is that something unexpected is bound to occur when using technology with elementary students. It can make teaching more complex, but when things go well, can add lots of meaningful learning opportunities. It is important to be extremely patient and flexible. The tip of having students help each other can be effective when misunderstanding have occurred. I have utilized this technique many times and it has helped students to be more successful.
This chapter was especially interesting because I currently have a student teacher. As I was reading I was reflecting on her experiences and the opportunities that have been provided for her to learn. Even today’s college students are nervous about using technology in the classroom. I have been working with my student teacher to include some technology in her lessons through the use of laptops, the Internet, and the SMARTboard. Though she is willing to try, there is definite hesitation and a little fear that things will be a disaster. One of the goals we created together is that she include at least one piece of technology in each unit she creates. The chapter discussed the importance of preservice teachers applying their knowledge in the classroom. I agree with this completely and am working hard to help her do so!
There was definitely a lot of content squeezed into chapter 11 in the TPCK book. It definitely brought to light the idea of “wicked problems” in education. Helping preservice teachers gain an understanding of TPCK is full of complexities and diffculties that must be overcome in order for the benefits to emerge.
One of the major stumbling blocks is clearly addressed by Putnam and Borko. “How a person learns a particular set of knowledge and skills, and the situation in which a person learns, becomes a fundamental part of what is learned.” (224) In other words, most of us are inclined to teach what and how we were taught. Unfortunately for many teachers technology was not a vital piece of instruction or even a supplemental piece. These past experiences of how preservice teachers were taught must be overcome in order for them to develop their own sense of TPCK. Even for me, being a teacher for eight years, I have had trouble at times adapting to and using all of the new and existing technology that is available. TPCK definitely creates an additional layer for preservice and even existing teachers to learn about.
Preservice teachers also have to learn when and how best to include technology in lessons and how to introduce or utilize the technology when teaching. These pieces often become challenging because at the same time, they are trying to learn the best teaching strategies, the content, and how to manage a classroom. There is definitely a steep learning curve involved when all of these ideas are put together.
The management of a classroom is especially huge when attempting to integrate technology. The thought expressed in the book that “good management is preventive” (243) is especially true, but not always fool-proof. It is essential for teachers to completely think through all of the steps and have all of the equipment ready when attempting to use technology. This has been a tricky area for me in the past even though I have been well-planned and prepared. One of the things that I have discovered is that something unexpected is bound to occur when using technology with elementary students. It can make teaching more complex, but when things go well, can add lots of meaningful learning opportunities. It is important to be extremely patient and flexible. The tip of having students help each other can be effective when misunderstanding have occurred. I have utilized this technique many times and it has helped students to be more successful.
This chapter was especially interesting because I currently have a student teacher. As I was reading I was reflecting on her experiences and the opportunities that have been provided for her to learn. Even today’s college students are nervous about using technology in the classroom. I have been working with my student teacher to include some technology in her lessons through the use of laptops, the Internet, and the SMARTboard. Though she is willing to try, there is definite hesitation and a little fear that things will be a disaster. One of the goals we created together is that she include at least one piece of technology in each unit she creates. The chapter discussed the importance of preservice teachers applying their knowledge in the classroom. I agree with this completely and am working hard to help her do so!
Subscribe to:
Comments (Atom)